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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

MFL French

Together We Make Learning A Memorable, Unmissable Adventure

Intent

 

We want children to feel that they are language learners. We want all learners to reach the expected national curriculum standard by the end of year 6 and to be keen to continue their studies in key stage 3 and beyond.

The Language lesson should be one our learners look forward to and greet with enthusiasm.

Through studying a language, learners will draw on their developing learning habits, making progress in their ability to persevere, work as a team, respect and celebrate difference, ask questions and create.

Implementation

The National Curriculum is fully in place at Newton Burgoland Primary School.

At Newton Burgoland Primary School we use the Primary Language Network to support teaching and learning in French. The scheme was chosen at the start of this year as it is suitable for both experienced language teachers and teachers new to teaching French. We have liaised with our feeder schools to ensure that pupils are ready to start their language lessons at key stage 3 where they will use dynamo French (TMBS).

Lessons are interactive and long-term memory of learned vocabulary is built through retrieval practice. Cognitive overload is avoided with small steps progression and practise. The learning of phonics and grammar is included within the scheme as is an appreciation of French culture.

This our first year using The Primary Language Network. In 2022/23 the above content will be taught to year 2 and year 3. The content below will be taught to Year 4, 5 and 6:

In 2023/24 year 3 and 4 will follow the year 2 plan and year 5 and 6 the year 3 plan.

In 2024/25 Year 2 and 3 will follow Year 1, Year 4 and 5 Year 3 and Year 6 year 4.

In 2025/26 year 3 and 4 will follow year 2 and year 5 and 6 year 4.

This pattern will continue. The group of pupils who start French in year 2 and finish the French scheme in year 5 will consolidate and secure their learning - we will liaise with the high schools  and use the primary language extension materials.

IMPACT

Following the National Lockdowns in 2020 and 2021 assessment and observation indicated that pupils did not, as a group, have a core knowledge of French to draw on for speaking, reading or writing. Some children had accessed the work set during school closures, some had not. Following school closure in the academic year 20/21 the school had made the decision to defer starting whole class French teaching due to other priorities and to introduce anew scheme from September 21.

The impact of adopting the Primary Languages scheme this year has been that pupils are highly engaged with French Language learning and keen to participate in lessons. They are making strong progress.

Special Educational Needs

French is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Assessment, Recording and Reporting

All subjects there are three broad areas for assessment:

  • Children’s knowledge and understanding
  • How well children can use  and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
  • How well learners are developing habits for learning and character

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

Progress is recorded and reported to parents as part of the child’s annual school report.

Examples of tracking sheets are below.

Progress in French at Newton Burgoland

 

By the end of Y4

By the end of Y6

Listen attentively to spoken language and show understanding by joining in and responding

listen attentively and understand more complex phrases and sentences

Listen attentively and understand more complex phrases and sentences

Identify specific sounds, phonemes and words

Listen for specific words and phrases

listen for specific words and phrases

Understand the main points and simple opinions in a spoken story, song or passage

Explore the patterns and sounds of language through songs, rhymes and link spelling of sound and meaning of words

listen for sounds, rhyme and rhythm

imitate pronunciation

identify specific sounds/phonemes/words

 

identify specific sounds/phonemes/words

focus on correct pronunciation and intonation

Recite a short piece of narrative either from memory or by reading aloud from a text

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help

prepare and practise a simple conversation reusing familiar vocabulary and structures (in new contexts)

use spoken language confidently to initiate and sustain simple dialogues and conversations

ask and answer  questions on several topics

 

ask and answer questions on several topics

devise and perform simple role plays)

understand and express opinions

ask and answer questions on several topics

devise and perform simple role plays

Speak in sentences, using familiar vocabulary, phrases and basic language structures

prepare and practise a simple conversation reusing familiar vocabulary and structures (in new contexts)

use spoken language confidently to initiate and sustain simple dialogues and conversations

perform simple communicative tasks using single words, phrases and short sentences

ask and answer questions on several topics

Imitate pronunciation

Retell using familiar language a sequence of events from a spoken passage containing complex structures

identify specific sounds, phonemes, words. Imitate pronunciation

Use time and/or sequencing structures in spoken sentences

perform simple communicative tasks using single words/phrases and sentences

understand and express opinions

Develop accurate pronunciation and intonation, so that others understand ….

develop accuracy in pronunciation

identify specific sounds, phonemes, words. Imitate pronunciation

perform simple communicative tasks using single words/phrases and sentences

recite a short piece of narrative text by reading aloud

memorise and present a short spoken text

focus on correct pronunciation

Present ideas and information orally to a range of audiences

prepare and practise a simple conversation reusing familiar vocabulary and structures (in new contexts)

prepare a short presentation on a familiar topic

read a range of familiar written phrases

memorise and present a short spoken text

apply phonic and whole word knowledge of the new language in order to locate words in a reference source

understand and express opinions

attempt to recite a short piece of narrative by reading aloud from the text

using familiar language and some unfamiliar language re-tell or present a story to an audience

Read carefully and show understanding of words, phrases and simple writing

read and understand a  range  of familiar phrases

read and understand the main points and some detail from a short written passage (mainly familiar words)

listen and respond to rhymes/songs/stories

identify specific sounds, phoneme and words. Imitate pronunciation

attempt to recite a short piece of narrative by reading aloud from the text

read and understand a range of familiar phrases

Appreciate stories, songs, poems and rhymes in the language

read and understand a range  of familiar phrases

listen and respond to rhymes/songs/stories

identify specific sounds phoneme and words. Imitate pronunciation

read and understand the main points and some detail from a short written passage (mainly familiar words)

Broaden their vocabulary and develop ability to understand new words that are introduced into familiar written material, and with the use of a dictionary

read and understand a range of familiar phrases

apply phonic and whole word knowledge of the new language in order to locate words in a reference source

read and understand the main points and some detail from a short written passage (mainly familiar words)

prepare and practise a simple conversation reusing familiar vocabulary and structures (in new contexts)

read and understand a range of familiar and unfamiliar phrases

write simple words and phrases using a model and some words from memory

apply phonic and whole word knowledge of the new language in order to locate words in a reference source

Write phrases from memory and adapt these to create new sentences to express ideas clearly

write words and short sentences using a reference

write words, phrases and sentence (using a reference)

write word, phrases and short sentences using a ref

Use time and sequencing structures in written sentences

write simple words and phrases using a model and some words from memory

experiment with the writing of words and phrases from memory

Describe people, places, things and actions orally and in writing

nouns/ gender and  in singular and plural

construct a short text e,g create a ppt/ presentation or short passage to give a description

 begin to explore agreement of adjectives

Use time and sequencing structures in spoken sentences

Understand basic grammar

understand and use the question form “have you ..?” and give a positive/ negative response “I have/ haven’t”

Revisit (extend) and explore use of conjunctions

construct simple sentences using nouns, verb (to be) and an adjective

Understand and use time phrases to give “o’clock” times

listen attentively and understand more complex phrases and sentences

explore and practise a regular present tense verb: “to play”

Identify specific sounds, phonemes and words

Explore and practise the accurate use of nouns, adjectives, conjunctions and verbs in present tense sentences

French Knowledge organiser

To help practise at home use these Knowledge organisers

year  Autumn 1 Spring 1 Summer 1
1

Knowledge organiser

Knowldge organsier

Knowledge organiser

 

 

Knowledge organiser

 

2

Knowledge organiser

Knowledge organiser

Knowledge organiser

Knowledge organiser

 

Excellent work in French